Numa fôrma seriada o conteúdo é “ciclo”: territorialidades de escolares migrantes, do texto ao contexto
Nenhuma Miniatura disponível
Data
2015-08-28
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
Una búsqueda de "un contenido de mohos de serie es" ciclo ": territorialidades escuela migrante, del texto al contexto" vino de mi práctica docente en una escuela periférica Escuela Municipal en Goiania. Durante mi experiencia como profesor y coordinador de educación, señaló que los niños de otras regiones del país, especialmente el noreste, tuvieron un comportamiento peculiar. Tímido, generalmente no participan en clase y cuando hablaban, recibió críticas por parte de otros estudiantes debido al acento distintivo de la región de la que proceden. Es muy difícil la inserción de estos niños a la nueva cultura a la que están expuestos. Por lo tanto, el objeto de esta investigación son los migrantes del noreste en el contexto escolar. El principal objetivo es discutir el lugar de los migrantes en los documentos oficiales y en el contexto escolar. Dentro del enfoque cualitativo, nos dirigimos a el estudio de caso como metodología. Hicimos observaciones, entrevistas y cuestionarios con los profesores y los estudiantes migrantes. La encuesta encontró que uno de los retos, la (re) territorialización de la escuela, se refiere a la organización de ciclos de Formación y Desarrollo Humano que se hayan presentado las escuelas municipales de Goiania. Los estudiantes procedentes de otros sistemas escolares han faltado el respeto a su vida escolar y están matriculados por edad en las escuelas en Goiania, esto puede causar una brecha currículo teniendo en cuenta los estudiantes migrantes que iniciaron sus estudios estudiado tarde o nunca. Las cuestiones relacionadas con los proyectos relativos a la diversidad cultural pueden contribuir a la enseñanza de las prácticas se desarrollan acciones dirigidas a la tolerancia cultural. Un proyecto educativo que se da cuenta de que las identidades regionales son fluidas, híbrido y que el intercambio cultural es la mejor manera de ayudar al estudiante migrante en el proceso de aprendizaje de la negociación, conocimientos y experiencias es necesario.
A search for "a serial mold content is 'cycle': territorialities migrant school, from text to context" came from my teaching practice in a peripheral school Municipal School in Goiania. During my experience as a teacher and educational coordinator, noted that children from other regions of the country, especially the Northeast, had a peculiar behavior. Shy, generally do not participate in class and when they spoke, received criticism from other students because of the distinctive accent of the region from which they came. It is notoriously difficult insertion of these children to the new culture to which they are exposed. Thus, the object of this research are the northeastern migrants in the school context. The main objective is to discuss the place of migrants in official documents and in the school context. Within the qualitative approach, we turn to the case study as a methodology. We made observations, interviews and questionnaires with teachers and migrant students. The survey found that one of the challenges, the (re) territorialization school, refers to the organization in Cycles of Training and Human Development at the municipal schools in Goiania are submitted. Students from other school systems have disrespected their school life and are enrolled by age in schools in Goiania, this can cause a curriculum gap considering migrant students who started their schooling late or never studied. The issues related to projects relating to cultural diversity can contribute to teaching practices develop actions aimed at cultural tolerance. An educational project that realizes that regional identities are fluid, hybrid and cultural exchange is the best way to assist the migrant student in the learning process of negotiation, knowledge and experiences is necessary.
A search for "a serial mold content is 'cycle': territorialities migrant school, from text to context" came from my teaching practice in a peripheral school Municipal School in Goiania. During my experience as a teacher and educational coordinator, noted that children from other regions of the country, especially the Northeast, had a peculiar behavior. Shy, generally do not participate in class and when they spoke, received criticism from other students because of the distinctive accent of the region from which they came. It is notoriously difficult insertion of these children to the new culture to which they are exposed. Thus, the object of this research are the northeastern migrants in the school context. The main objective is to discuss the place of migrants in official documents and in the school context. Within the qualitative approach, we turn to the case study as a methodology. We made observations, interviews and questionnaires with teachers and migrant students. The survey found that one of the challenges, the (re) territorialization school, refers to the organization in Cycles of Training and Human Development at the municipal schools in Goiania are submitted. Students from other school systems have disrespected their school life and are enrolled by age in schools in Goiania, this can cause a curriculum gap considering migrant students who started their schooling late or never studied. The issues related to projects relating to cultural diversity can contribute to teaching practices develop actions aimed at cultural tolerance. An educational project that realizes that regional identities are fluid, hybrid and cultural exchange is the best way to assist the migrant student in the learning process of negotiation, knowledge and experiences is necessary.
Descrição
Palavras-chave
Ensino , Migrantes , Ciclo , Prática docente , Educación , Migrantes , Ciclo , Práctica educativa , Education , Migrants , Cycle , Teaching practice
Citação
COSTA, L. T. Numa fôrma seriada o conteúdo é “ciclo”: territorialidades de escolares migrantes, do texto ao contexto. 2015. 133 f. Dissertação (Mestrado Profissional em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2015.